Autism assessment via telehealth during the Covid 19 pandemic: Experiences and perspectives of autistic adults, parents/carers and clinicians / Vicki GIBBS in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101859 Titre : Autism assessment via telehealth during the Covid 19 pandemic: Experiences and perspectives of autistic adults, parents/carers and clinicians Type de document : texte imprimé Auteurs : Vicki GIBBS, Auteur ; Ru Ying CAI, Auteur ; Fiona J. ALDRIDGE, Auteur ; Michelle WONG, Auteur Article en page(s) : 101859 Langues : Anglais (eng) Mots-clés : Autism  Assessment  Diagnosis  Telehealth  Covid-19 Index. décimale : PER Périodiques Résumé : Background The COVID-19 pandemic has seen a rapid increase in the use of telehealth to deliver services to autistic individuals and their families. Research into the provision of autism assessments via telehealth is limited and few studies have explored clinician perspectives of conducting diagnostic assessments for autism in this way. The objective of this study was to examine the acceptability of a new telehealth model from the perspective of key stakeholder groups in an Australian community-based sample i.e. clients undergoing assessment, parent/carers and expert clinicians. Methods Sixteen adult clients (Mage = 39.00, SDage = 14.39) and fifty-six parent/carers of children and adults (Mage = 44.09, SDage = 9.87) undergoing autism assessments completed an online survey about their experiences of assessments via telehealth. Of these, six clients and twelve parent/carers agreed to participate in follow up interviews. Seven clinicians were also interviewed. Results In this study, the majority of adults and parent/carers reported that they, or the person they cared for, felt comfortable interacting with the clinician, would be willing to undergo future assessments via telehealth and were not concerned that important information had been missed during the assessment. Although the clinicians were slightly less satisfied with tele-assessment process compared to face-to-face and relied on external sources of information more than they would during a face-to-face assessment, their overall confidence in their diagnostic decision making remained high. Conclusion Autism assessment via telehealth may be an acceptable alternative in some circumstances. However, a telehealth service should consider screening clients for suitability and adequately preparing clients for tele-assessments. En ligne : https://doi.org/10.1016/j.rasd.2021.101859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Autism assessment via telehealth during the Covid 19 pandemic: Experiences and perspectives of autistic adults, parents/carers and clinicians [texte imprimé] / Vicki GIBBS, Auteur ; Ru Ying CAI, Auteur ; Fiona J. ALDRIDGE, Auteur ; Michelle WONG, Auteur . - 101859. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101859 Mots-clés : Autism  Assessment  Diagnosis  Telehealth  Covid-19 Index. décimale : PER Périodiques Résumé : Background The COVID-19 pandemic has seen a rapid increase in the use of telehealth to deliver services to autistic individuals and their families. Research into the provision of autism assessments via telehealth is limited and few studies have explored clinician perspectives of conducting diagnostic assessments for autism in this way. The objective of this study was to examine the acceptability of a new telehealth model from the perspective of key stakeholder groups in an Australian community-based sample i.e. clients undergoing assessment, parent/carers and expert clinicians. Methods Sixteen adult clients (Mage = 39.00, SDage = 14.39) and fifty-six parent/carers of children and adults (Mage = 44.09, SDage = 9.87) undergoing autism assessments completed an online survey about their experiences of assessments via telehealth. Of these, six clients and twelve parent/carers agreed to participate in follow up interviews. Seven clinicians were also interviewed. Results In this study, the majority of adults and parent/carers reported that they, or the person they cared for, felt comfortable interacting with the clinician, would be willing to undergo future assessments via telehealth and were not concerned that important information had been missed during the assessment. Although the clinicians were slightly less satisfied with tele-assessment process compared to face-to-face and relied on external sources of information more than they would during a face-to-face assessment, their overall confidence in their diagnostic decision making remained high. Conclusion Autism assessment via telehealth may be an acceptable alternative in some circumstances. However, a telehealth service should consider screening clients for suitability and adequately preparing clients for tele-assessments. En ligne : https://doi.org/10.1016/j.rasd.2021.101859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders / Sandy VICKERSTAFF in Journal of Autism and Developmental Disorders, 37-9 (October 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1647-1664 Titre : Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders Type de document : texte imprimé Auteurs : Sandy VICKERSTAFF, Auteur ; Sandra HERIOT, Auteur ; Michelle WONG, Auteur ; Ana LOPES, Auteur ; David DOSSETOR, Auteur Année de publication : 2007 Article en page(s) : p.1647-1664 Langues : Anglais (eng) Mots-clés : High-functioning-autistic-spectrum-disorders Self-perception Depressive-symptomatology Intellectual-ability Social-competence Index. décimale : PER Périodiques Résumé : Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and investigated associations between self-perceived social competence and depressive symptomatology. Participants were 22 children with HFASD, aged 7–13 years with intelligence quotient (IQ) scores of 82–141. Parent- (N = 18) and teacher- (N = 17) rated social competence was lower for children with HFASD compared with a normative sample. Higher age and IQ predicted lower levels of self-perceived social competence, and low self-perceived social competence predicted higher levels of depressive symptomatology. Almost a third of children rated themselves for depression; parent ratings suggested even higher levels. En ligne : http://dx.doi.org/10.1007/s10803-006-0292-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174 [article] Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders [texte imprimé] / Sandy VICKERSTAFF, Auteur ; Sandra HERIOT, Auteur ; Michelle WONG, Auteur ; Ana LOPES, Auteur ; David DOSSETOR, Auteur . - 2007 . - p.1647-1664. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1647-1664 Mots-clés : High-functioning-autistic-spectrum-disorders Self-perception Depressive-symptomatology Intellectual-ability Social-competence Index. décimale : PER Périodiques Résumé : Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and investigated associations between self-perceived social competence and depressive symptomatology. Participants were 22 children with HFASD, aged 7–13 years with intelligence quotient (IQ) scores of 82–141. Parent- (N = 18) and teacher- (N = 17) rated social competence was lower for children with HFASD compared with a normative sample. Higher age and IQ predicted lower levels of self-perceived social competence, and low self-perceived social competence predicted higher levels of depressive symptomatology. Almost a third of children rated themselves for depression; parent ratings suggested even higher levels. En ligne : http://dx.doi.org/10.1007/s10803-006-0292-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174

Motivation to participate in structured physical activity for autistic youth: A systematic scoping review / Michelle L. WONG in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2430-2444 Titre : Motivation to participate in structured physical activity for autistic youth: A systematic scoping review Type de document : texte imprimé Auteurs : Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Benjamin MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.2430-2444 Langues : Anglais (eng) Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Motivation to participate in structured physical activity for autistic youth: A systematic scoping review [texte imprimé] / Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Benjamin MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur . - p.2430-2444. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2430-2444 Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability / Talia BURTON in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Titre : Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability Type de document : texte imprimé Auteurs : Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur Article en page(s) : p.101599 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability [texte imprimé] / Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur . - p.101599. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733 Titre : Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools Type de document : texte imprimé Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Article en page(s) : p.1722-1733 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  ASD  Emotional competence  Social–emotional intervention  Group treatment  School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools [texte imprimé] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - p.1722-1733. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733 Mots-clés : Autism Spectrum Disorder  ASD  Emotional competence  Social–emotional intervention  Group treatment  School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability / Belinda RATCLIFFE in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

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Vicarious Futurity in Autism and Childhood Dementia / Michelle WONG in Journal of Autism and Developmental Disorders, 37-10 (November 2007)  

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